Dean, School of Engineering

By creating, developing, organizing, and managing complex technologies and products, engineers play a crucial role in shaping our world. Engineers seek solutions to the most difficult challenges of our day in the context of physical, economic, human, political, legal, and cultural realities. In a world increasingly influenced by scientific and technological innovation, engineers can, and do, contribute vital leadership to society.

Leadership, Technical Excellence, Innovation

Through education, research, outreach, and service, MIT's School of Engineering develops future technological leaders, advances the frontiers of engineering knowledge, and imprints engineering practice. Building on an unparalleled tradition of achievement and a passion for excellence, the School is shepherding the next generation of engineering innovation.

Currently, the School's eight departments and two divisions encompass a community of many of the world's brightest minds and most inventive thinkers—about 60% of MIT's undergraduates with declared majors, about 45% of MIT graduate students, and over one-third of the Institute's faculty. Third-party ratings routinely rate the School's departments as the best in their fields.

During academic year 2001–2002, the School undertook several major initiatives that underscore its commitment to maintaining leadership in shaping engineering education and research. This report presents selected highlights of significant achievements of the School.  It also includes updates on notable awards, personnel changes, and School statistics. The reports of the School's departments, divisions, laboratories, centers, and programs provide additional information about their activities over the past year.

Continuing Initiatives

The School strives to make significant contributions to addressing the societal challenges of the 21st century by pursuing a course of leadership through technical excellence and innovation. It has identified seven programmatic themes for special emphasis:

By emphasizing these themes, the School aspires to set the direction and create new models for engineering education and research.

This report provides examples of both continuing and new educational, research, and service initiatives. Separate reports or web sites provide additional detail.


Named "Project iCampus," the alliance between MIT and Microsoft Research begun in late 1999, is now in its third year. To date, iCampus has sponsored over 30 cooperative projects among members of Microsoft Research and students, faculty, and researchers at MIT, particularly in Engineering. In addition to those projects that MIT faculty have proposed and managed, iCampus has awarded more than $750,000 to projects run by MIT students, both undergraduate and graduate.

Industrial Partnerships

Historically, industrial research collaborations undertaken by MIT and the School of Engineering have created new knowledge and transferred science and technology into industry, resulting in the creation of jobs, companies, and even new industries based on new technologies. In recent years, MIT has become a leader in developing research and education partnerships with industry, many anchored in the School of Engineering. Some of the School's most significant industrial relationships include:

At this time, MIT draws 20% of the research volume at MIT from industry, and the School is actively pursuing increased collaboration with industry.

Lemelson-MIT Program

On July 1, 2001, the Lemelson-MIT Program moved from the Sloan School of Management to officially join the School of Engineering. now in its 8th year, the Lemelson-MIT Program is a nationwide educational initiative whose mission is to generate excitement about invention, innovation, and entrepreneurship through its annual awards and outreach activities. As in the past, this year the program awarded the $500,000 Lemelson-MIT Prize for Invention, the Lemelson-MIT Lifetime Achievement Award, and the $30,000 Lemelson-MIT Student Prize. In addition to granting these awards, the program instituted InvenTeam grants to support a non-competitive, team-based approach to invention and innovation among high school students.


In April 2001, MIT launched OpenCourseWare (OCW), a new initiative to make nearly all of MIT's course materials freely available on the World Wide Web. Soon after, MIT announced the award of two grants, totaling $11 million, to MIT OCW by the Andrew W. Mellon Foundation and the William and Flora Hewlett Foundation for the first 27-month pilot phase of OCW. Building on the seminal role the School of Engineering played in OCW's conception, development, and adoption by MIT, engineering faculty members have continued to provide leadership for this initiative. An OCW Transition Project Team developed twenty pilot web sites by spring 2002. The School of Engineering sees MIT OCW as having the potential to lead to fundamental changes in the way colleges and universities use the web as a vehicle for education.

Singapore-MIT Alliance

Through its involvement with the Singapore-MIT Alliance (SMA), a collaboration among MIT, the National University of Singapore (NUS), and Nanyang Technological University (NTU), the School is pioneering an innovative approach to global engineering education and research. Founded in late 1998, SMA utilizes advanced communications technologies and, stretching across 12 time zones, has developed into the world's most technologically advanced point-to-point synchronous educational program.

This year, SMA held its first commencement in July 2001 and its second anniversary in January 2002. It grew from three graduate degree programs to five and continued to increase the number of research collaborations in engineering science and new technologies. Forty-four MIT faculty from eight departments and three schools, i.e., more than 10% of MIT's faculty, worked collaboratively with 46 Singaporean colleagues to provide graduate education and research supervision to 146 SMA students. Many SMA courses are also offered to MIT students. More than 440 MIT students have participated since September 1999.

Cambridge-MIT Institute

A collaborative program between MIT and Cambridge University instituted in 2000, the Cambridge-MIT Institute (CMI) undertakes joint educational and research initiatives that improve entrepreneurship, productivity, and competitiveness in the UK. CMI sponsors a student-exchange program for undergraduates, as well as curriculum development for faculty members. A growing number of MIT School of Engineering departments are sending and receiving students through the exchange program. In 2001-2002, 27 MIT juniors attended Cambridge University while 33 Cambridge students attended MIT. CMI also funds undergraduate research opportunities for students, including a shared Undergraduate Research Program beginning as a pilot in the summer of 2002. To stimulate innovation, CMI held more than 40 workshops last year for turning innovative research into new enterprises and products. Professors and researchers from both universities have undertaken joint research projects in a wide range of areas, including nanotechnology, quantum information theory, and low-energy building design.

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New Initiatives

The School launched major new initiatives in technological innovation, nanotechnology, and engineering education innovation.

Deshpande Center for Technological Innovation

Building on the previous year's IdeaStream conference that reached out to the venture capitalist and entrepreneurial communities, the School this year launched the Deshpande Center for Technological Innovation. The Deshpande Center supports leading-edge research on emerging technologies at MIT and cultivates interactions between the Institute and innovative companies and entrepreneurs in the high tech community.

Institute for Soldier Nanotechnologies

In March, the Army selected MIT for a five-year, $50 million initiative as an Institute for Soldier Nanotechnologies (ISN) anchored in the School of Engineering. The goal of the ISN is to greatly enhance the protection and survival of future infantry soldiers using nanoscience and nanotechnology to create lightweight uniforms with novel functionality. As founding industrial partners, Raytheon, DuPont, and Massachusetts General/Brigham and Women's Hospital will work closely with the ISN and with the Army Natick Soldier Center and the Army Research Laboratory, Aberdeen, Maryland, to advance the science in field-ready products. ISN will have a staff of up to 150 people, including 35 MIT professors from nine departments, largely in the School of Engineering, as well as in the Schools of Science and Architecture and Planning, and 80 graduate students and 20 postdoctoral associates.

Undergraduate Practice Opportunities Program

In the past year, the School initiated a new Undergraduate Practice Opportunities Program (UPOP) to offer undergraduates preparation and experience in engineering practice. As described later in this report, this program involves a collaboration among industry and faculty from both Engineering and Management.

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Building and Strengthening a Diverse Community

The School has a long-standing commitment to build a community of faculty, students, and staff that is both world-class and diverse. It continues to actively pursue these goals and has made increasing diversity one of its major priorities for the future. The School has been working to explore, develop, and implement a range of programs and services that create an environment that promotes and achieves student and faculty diversity. In support of underrepresented minority students, the School this year began a new program for local high school students, the Saturday Engineering Enrichment and Discovery (SEED) Academy (see below).

The groundbreaking 1999 report on the status of women in the School of Science has had great impact at the national level, at the Institute, and in our School as well. In January, our campus served as host to a conference of minority women science and engineering faculty from around the country. The National Initiative on Minority Women Faculty conference convened to discuss solutions to gender- and race-based career barriers, pipeline issues relating to hiring of faculty,  and tools for enhancing the diversity of the academic community. Such discussions provide vital information and serve as a catalyst for continuing progress toward achieving greater diversity among our faculty.

Committee on the Status of Women Faculty in the School of Engineering

In March 2002, the Committee on the Status of Women Faculty in the School of Engineering, chaired by Lorna J. gibson, professor of materials science and engineering,  completed its report and presented it to the MIT Faculty, as did similar committees in the other schools. Other members of the School of Engineering committee were Professors Mary C. Boyce, Sallie (Penny) Chisholm, Edward F. Crawley, Karen K. Gleason, Nancy A. Lynch, and John B. Vander Sande. The report represents two years of research, initiated following the report on the status of women in the School of Science. The committee examined a number of data and interviewed virtually all the women faculty in the School. It focused its report on five main areas: faculty numbers, women in positions of academic leadership, promotion and tenure rates, salary, and marginalization—the exclusion from full participation in a department's academic life.

Both across the Institute and in the School of Engineering, identification of issues through the work of the faculty gender equity committees has resulted in proactive initiatives and systemic progress on several fronts, including: the appointment of a number of women professors to academic leadership positions, increases in the number of women on the faculty, a more collegial environment, development of guidelines for hiring practices, and new family/work policies. In addition, the School hosted a workshop on diversity led by Professor Virginia Valian of Hunter College. This workshop examined factors leading to gender inequity and presented reasons why gender equity is desirable for an institution.

Despite these changes, additional improvements are required, especially to address issues of marginalization. Accompanying the study findings, the new report offers further recommendations for innovations in recruiting, hiring, and promotion policies.

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Special Programs

The School of Engineering currently offers four special programs.

Minority Introduction to Engineering, Entrepreneurship, and Science (MITE2S)

This year the MITE2S program selected 64 underrepresented minority high school seniors to participate in its rigorous six-week session. Chosen from over 550 applications, the selected students come from 25 states and Puerto Rico. The program enhanced courses in robotics and in Internet programming introduced in 2001. Reflecting the more diverse professional interests of the students, this year's session provided opportunities for students to present both Internet applications and entrepreneurial ideas to the MIT community. A mix of corporations, foundations, MIT alumni, and parents of former participants has made major contributions in support of the 2002 session. Two new donors increased the program's endowments in pledges and gifts to $4.97 million, from $3.6 million in 2001. Of the 80 students who attended MITE2S 2001, MIT accepted a record 54 for admission as undergraduates. Thirty will attend MIT this year, also a record number.

Engineering Internship Program

During the summer of 2002, 17 students (down from 33 in 2001) will participate in Engineering Internship Program (EIP) internships: nine from Aeronautics and Astronautics, and 16 from Mechanical Engineering. Given an increase in choices among summer internships, summer jobs, and five-year master's programs available to School of Engineering students, the School began to phase out EIP in 2001-2002. No new sophomores were enrolled in 2002. Sophomores interested in the program were directed to enroll in the Undergraduate Practice Opportunities Program (UPOP).

Saturday Engineering Enrichment and Discovery (SEED) Academy

In the 2001-2002 academic year, the MITE2S Program launched an eight-week academic year Saturday program for 23 local minority ninth graders designed to strengthen fundamental mathematics, science, and communications skills in the context of hands-on engineering projects. A corporation, a foundation, and an MIT alumnus provided outside funding for the first year of the program. At full capacity in 2004-2005, the SEED Academy will host 80 students from five Cambridge and Boston high schools.

Undergraduate Practice Opportunities Program (UPOP)

UPOP was created with the mission of better preparing MIT's engineering sophomores for the multi-faceted nature of engineering practice. The program consists of two major phases: the IAP Engineering Practice Workshop and the Summer Practice Experience. With assistance from engineering professionals, faculty from the School of Engineering and the Sloan School of Management delivered instruction for the IAP Engineering Practice Workshop on topics including robust engineering design, system dynamics, leadership, and communication. In its first year of a five-year, $2.5 million pilot funded by the Deshpande Center for Technological Innovation, UPOP had 73 student participants from seven engineering departments. The year's recruiting effort yielded over 50 participating Summer Practice Experience employers and resulted in 86% of UPOP students receiving internship offers from industrial firms. Throughout the spring term UPOP also sponsored several career development workshops that involved the participation of many MIT alumni.

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Educational Developments

The School has continued to work with units in engineering education innovation and assessment under the leadership of associate dean Dick Yue, professor of ocean engineering. All but one of the School's programs recently received ABET accreditation until 2008 under the framework of new EAC accreditation criteria; one program, Environmental Engineering Science, received accreditation until 2004. To maintain the momentum of continuous improvement of education begun by ABET, the School has established a new Engineering Council for Undergraduate Education (E-CUE). E-CUE's mission is to bring units together in oversight of school-wide education improvement projects. One example of the group's work is to examine changing undergraduate major enrollment and how these changes reflect changing student demand for new interdisciplinary curricula and programs. Another related study will examine the role of the School in the freshman year as a means of attracting students to engineering. E-CUE has also begun working with the Dean of Undergraduate Education to create a new course evaluation survey that focuses on student learning.

Through E-CUE, the School joined with Cambridge-MIT Institute (CMI) staff in managing the development of a range of exciting CMI-funded engineering education projects including a Technopreneurship Academy, Robotworld, online material for connecting lecture and laboratory content, and a detailed comparison of learning under the MIT and University of Cambridge engineering education systems. E-CUE will continue to work with CMI in coordinating these efforts with the University of Cambridge Engineering Department. To meet program demand for a streamlined format for program and subject assessment, the School's education expert is in the process of creating on-line assessment tools that are specific to engineering education programs and subjects.

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Professor Rohan Abeyaratne, a Van Buren N. Hansford Faculty Fellow and the Quentin Berg professor, became department head of the Department of Mechanical Engineering, effective July2, 2001.

In July, Professor Rafael Bras, the Bacardi-Stockholm professor, stepped down from the position of department head of the Department of Civil and Environmental Engineering and began a sabbatical leave, after having served in the position for nine years.

Professor Charles L. Cooney, a professor of chemical and biochemical engineering, became the faculty director of the new Deshpande Center for Technological Innovation on March 1, 2002.

Professor Merton C. Flemings, Toyota professor emeritus of materials processing, was named faculty director of the Lemelson-MIT Program effective July 1, 2001.

The director of the Technology and Policy Program, Daniel Hastings, professor of aeronautics and astronautics and professor of engineering systems, became the associate director of the Engineering Systems Division as of July 1, 2001.

Ms. Krisztina Holly was selected as the executive director of the new Deshpande Center for Technological Innovation on July 1, 2002.

Professor Steven Lerman, the Class of 1922 distinguished professor of civil and environmental engineering, was named the deputy director of the Singapore-MIT Alliance (SMA) as of January 1, 2002, succeeding Professor Anthony Patera, who became the MIT co-director of SMA the previous February.

Professor Barbara Liskov, Ford professor of engineering, became the associate department head from Computer Science in the Department of Electrical Engineering and Computer Science (EECS) in September.

Professor Chiang C. Mei, the Donald and Martha Harleman professor, served as acting department head in the Department of Civil and Environmental Engineering.

In July, Professor Warren Seering, the Weber-Shaughness professor and professor of mechanical engineering, stepped down from his position as faculty director of the Center for Innovation in Product Development to begin a sabbatical leave.

Professor Nam P. Suh, the Ralph E. and Eloise F. Cross professor, stepped down as department head of Mechanical Engineering, effective July 1, 2001, to begin a sabbatical leave after serving in the position for 10 years.

Professor Edwin Thomas, Morris Cohen professor of materials science and engineering, was named the faculty director of the new Institute for Soldier Nanotechnologies.

Professor of electrical engineering and computer science Victor W. Zue, who had previously served as the associate director of the Laboratory for Computer Science (LCS) and subsequently the acting director of the lab following the untimely death of Professor Michael Dertouzos, became director of LCS, effective December 1, 2001.

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Each year faculty of the School of Engineering receive numerous honors in recognition of their research and service, many offered by professional societies and the faculties' professional communities. This year was no exception. The reports of the School's departments, divisions, laboratories, centers, and programs make note of many of these awards. Several especially notable awards and School-based awards deserve additional mention here.

The National Academy of Engineering (NAE) elected five School of Engineering faculty and staff to membership: Professor Berthold K.P. Horn (SM 1970, PhD) of the Department of Electrical Engineering and Computer Science; Klavs F. Jensen, the Lammot du Pont professor of chemical engineering and professor of materials science and engineering; James C. Keck, the Ford professor of engineering emeritus and senior lecturer in the Department of Mechanical Engineering; Subra Suresh (ScD 1981), professor and head of the Department of Materials Science and Engineering; and Richard M. Stallman, a research affiliate in the Artificial Intelligence Laboratory and president and founder of the Free Software Foundation Inc. in Boston.

The American Academy of Arts and Sciences (AAAS) this year awarded the distinction of fellow to three Engineering faculty and staff: Felice Frankel, an MIT research scientist and science photographer in the Department of Electrical Engineering and Computer Science; James G. Fujimoto, professor of electrical engineering and computer science; and David D. Clark, senior research scientist in the Laboratory for Computer Science (LCS).

Tim Berners-Lee, the inventor of the World Wide Web and director of the World Wide Web Consortium in LCS, won the prestigious Japan Prize for 2002 in the field of computing and computational science and engineering. Awarded by the Science and Technology Foundation of Japan, the Japan Prize is given to scientists whose achievements contribute to the progress of science and technology and the promotion of peace and prosperity for mankind.

Robert Langer, the Germeshausen professor of chemical and biomedical engineering, received the 2002 Charles Stark Draper Prize, a $500,000 annual award and gold medallion often referred to as "engineering's Nobel Prize," for inventing medical drug delivery technologies that prolong lives and ease the suffering of millions every year.

Institute and School Awards for Achievement, Leadership, Contributions to Education and Service

The Institute awarded the Everett Moore Baker Memorial Award for Excellence in Undergraduate Teaching to Professors John G. Brisson, II, and Professor Ernest G. Cravalho of Mechanical Engineering. Given in memory of Everett Moore Baker, dean of students from 1947–50, this award is presented to faculty members in recognition of exceptional interest and ability in undergraduate instruction and is the only teaching award in which the nomination and selection of the recipients is conducted entirely by students.

The Amar Bose Award for Excellence in Teaching went to Professor Jesús del Alamo of Electrical Engineering and Computer Science (EECS). The award, established in 1989 by the School to recognize outstanding contributions to undergraduate education, is given annually to an engineering faculty member whose teaching contributions over an extended period are characterized by dedication, care, creativity and inspiration to students and colleagues.

The Junior Bose Award went to Professors David Darmofal of Aeronautics and Astronautics and Hari Balakrishnan of EECS. The award, established in 1995–96, recognizes teaching excellence by junior engineering faculty.

Four of the first eight Fellows of the Cambridge-MIT Institute (CMI) selected for 2001-2002 are engineering faculty members: Professor Rohan C. Abeyaratne of Mechanical Engineering; Professor Lorna J. Gibson of the Department of Materials Science and Engineering; Professor Daniel E. Hastings of Aeronautics and Astronautics, director of the Technology and Policy Program; and Professor Roger D. Kamm of Mechanical Engineering, appointed jointly with Professor Paul T. Matsudaira of Biology (both of whom are affiliated with the Biological Engineering Division). All of the eight new fellows were cited for roles they played during the formative stages of CMI.

Two of the Graduate Student Council Graduate Teaching Awards for excellence in teaching a graduate-level course, given each year to one professor or teaching assistant from each school went this year to Professors Kent F. Hansen of Nuclear Engineering and Manish Bhardwaj of the Department of Electrical Engineering and Computer Science.

Professor Paul E. Gray of EECS received a Leadership Award at the 28th annual Martin Luther King, Jr. Celebratory Breakfast in recognition for his service to the community. Professor Gray played a key role in establishing MIT's annual Dr. Martin Luther King Celebration when he was chancellor in 1975 and demonstrated his commitment to increasing opportunities at all levels for minorities on campus while he was MIT president from 1980 to 1990.

In recognition of his devotion to undergraduate education at the Institute, MIT named Professor Steven R. Hall of Aeronautics and Astronautics as one of five 2001–2002 MacVicar Faculty Fellows. The awards, given in memory of former dean of undergraduate education and professor of physics Margaret L. A. MacVicar, recognize faculty members' excellence in teaching and innovation in education.

The Institute awarded the Arthur C. Smith Award to Professor Linn W. Hobbs of Materials Science and Engineering. Established in 1996 on the occasion of Dean Smith's retirement from the position of dean for undergraduate education and student affairs, this award honors the service of Dean Smith. It is presented to a member of the MIT faculty for meaningful contributions and devotion to undergraduate student life and learning at MIT.

Professors David Cory of Nuclear Engineering, Rajeev Ram of EECS and David Trumper of Mechanical Engineering were awarded the Ruth and Joel Spira Award for Distinguished Teaching. The award is made possible by a gift from Ruth and Joel S. Spira to acknowledge "the tradition of high-quality engineering education at MIT." Awards are made each year to one faculty member in each of the three departments.

Awards Received by Engineering Students

The Association of MIT Alumnae (AMITA) Senior Academic Award is given to senior women who have demonstrated the highest level of academic excellence through coursework and related professional activities at MIT. This year two engineering students received honorable mentions: Tiffany S. Santos of the Department of Materials Science and Engineering and Emily M. Craparo of Aeronautics and Astronautics.

Ian J. Parrish of Nuclear Engineering received the Henry Ford II Scholar Award, given to a senior in the School of Engineering who has attained the highest academic record at the end of the third year and who exhibits exceptional potential for leadership in the profession of engineering and in society.

Engineering students received two of three Barry Goldwater Scholarships given to MIT students this year. The award honors students who exhibit outstanding potential and intend to pursue careers in mathematics, the natural sciences, or those engineering disciplines that contribute significantly to the technological advances of the United States. Terri Yu, a junior in Electrical Engineering and in Physics, and Bradley Olsen, a junior in Chemical Engineering, received the Goldwater Scholarships.

The Priscilla King Gray Award for Public Service went to Selam Daniel, a senior in Chemical Engineering from Arlington, Texas. The award was established by the Undergraduate Association and the Public Service Center to recognize an undergraduate exceptionally committed to public service at MIT and its surrounding communities. The recipient of this award clearly demonstrates a personal dedication to social change, as well as prolonged and in-depth involvement and initiative in a leadership capacity.

The Albert G. Hill Prize, awarded to minority juniors or seniors who have maintained high academic standards and made continued contributions to the improvement of the quality of life for minorities at MIT. Leonard J. Grant, a senior in the Department of Materials Science and Engineering and Kateri A. Garcia, a junior in Mechanical Engineering, received awards. A former vice president for research, Dr. Hill was an early champion of equal opportunity at MIT.

On behalf of the Hispanic Engineer National Achievement Awards Conference (HENAAC), we are proud to announce that Daniel Sandoval of Mechanical Engineering won the 2001 Hispanic Engineer National Achievement Awards Conference Student Leadership Award.

Graduate student Benton H. Calhoun was chosen to receive the first Infineon Technologies Fellowship in the Department of Electrical Engineering and Computer Science.

Tamara Williams, a graduate student in EECS, received a Leadership Award at the 28th annual Martin Luther King, Jr. Celebratory Breakfast, for having devoted herself to racial and cultural interaction in the MIT community.

Pius A. Uzamere II, a sophomore in EECS, won the third annual Dr. Martin Luther King, Jr. Oratory Contest.

The Lemelson-MIT Program awarded its 2002 Student Prize for inventiveness to Andrew Heafitz, a graduate student in Mechanical Engineering. The Lemelson-MIT Student Prize judging panel selected Heafitz, a 32-year-old doctoral candidate in Mechanical Engineering for his ingenuity and remarkable inventiveness. Among Heafitz's notable inventions are a low-cost rocket engine and an aerial surveillance system designed for the US Army.

The Ronald E. McNair Scholarship Award recognizes black undergraduates who have demonstrated strong academic performance and who have made considerable contributions to the minority community. Created by the Black Alumni/ae of MIT in honor of Dr. McNair, who died in the explosion of the space shuttle Challenger, four of five of this year's award went to engineering students: Nathan A. Fitzgerald Aeronautics and Astronautics, Ebraheem I. Fontaine of Mechanical Engineering, Irfan S. Pirmohamed of Aeronautics and Astronautics, Jeannette D. Stephenson of EECS, and Huanne T. Thomas of Chemical Engineering. The Black Alumni/ae of MIT created the award in honor of Dr. McNair (PhD 1977), who died in the explosion of the space shuttle Challenger.

Paul K. Njoroge, a graduate student in EECS was one of two MIT students among 32 students at universities in the United States to win prestigious Rhodes Scholarships for 2002. Rhodes Scholars are chosen on the basis of intellectual and academic ability, integrity, respect for others, and the ability to lead and to use their talents fully. Njoroge was recognized for demonstrating social conscience, vision, leadership and organizational skills at MIT.

This year, five graduate students in EECS were named Siebel Scholars: Omar Aftab, Luciano Castagnola, Jolie Chang, Eko Lisuwandi, and Edward Tolson. The Siebel Scholars program provides scholarships in recognition of students who have demonstrated academic and leadership excellence in the first year of their graduate studies at the world's leading graduate schools of business and computer science.

Three engineering students received William L. Stewart Jr. Awards, which recognize contributions by an individual student or student organizations to extracurricular activities and events during the preceding year: Jaime E. Devereaux, a senior in Aeronautics and Astronautics, Michael R. Folkert, a graduate student in Nuclear Engineering, and Alvar Saenz Otero, a graduate student in Aeronautics and Astronautics. The awards are given in memory of William L. Stewart Jr., an alumnus and member of the Corporation who showed deep interest in student life at MIT.

Awards to Engineering Staff

This year, the School continued the Rewards and Recognition program it launched last year to recognize the achievements of the School's dedicated staff. In April, the School presented 15 Infinite Mile Awards for 2002 at its second annual school-wide celebration of excellence.

The School presented 12 awards in the category of Excellence. Bronze awards went to Debra R. Blanchard of Mechanical Engineering, Britton M. Bradley of the Lab for Computer Science, Jonathan Griffith of the Leaders for Manufacturing/System Design and Management programs, Michael S. Lewy of the Laboratory for Information and Decision Systems, Eileen Ng Ghavidel of the Laboratory for Information and Decision Systems, and Margaret Udden of Aeronautics and Astronautics.

E. Peggy Garlick of Mechanical Engineering, Kimberly J. Bond Schaefer of the Biological Engineering Division, and Lydia O. Wereminski of EECS received silver awards.

Richard R. Fenner of Mechanical Engineering, Beverly Kozol-Tattlebaum of the Engineering Systems Division, and Deborah Hodges-Pabon of the Microsystems Technology Laboratories received gold awards.

The School honored two recipients with gold awards in the category of Diversity and Community: Marilyn A. Pierce of EECS and Vivian M. Mizuno of the Laboratory for Electromagnetic and Electronic Systems.

The School awarded a bronze Infinite Mile Award in the category of Institutional Bridging to Daniel E. Whitney of Mechanical Engineering and the Engineering Systems Division.

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Statistics for 2001–2002

The following statistics provide summary information about students, degrees awarded, and faculty.

Undergraduate Enrollment

1,885 students
35% women
22% underrepresented minorities

Graduate Enrollment

2,664 students
609 women
112 underrepresented minorities

Degrees Awarded

667 bachelor's degrees
803 master's and MEng degrees
239 PhD, ScD, and professional engineering degrees


228 professors
71 associate professors
45 assistant professors

Thomas L. Magnanti
Dean, School of Engineering
Institute Professor
Professor of Management Science and Electrical Engineering

More information about the School of Engineering can be found on the web at


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